makes sense strategies is … a comprehensive array of instructional resources designed &...
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MAKES SENSE STRATEGIESMAKES SENSE STRATEGIES
Is…Is…A comprehensive array of instructional resources designed & validated by Edwin Ellis
4 Teaching and Learning4 Teaching and Learning
Planning Investigations Implementing Investigations Communicating Findings EvaluatingInvestigations
Instructional Planning Instructional Strategies Assessment Strategies Instructional Design
Behavior Literacy Character Building Perspective Taking Self-control Self-advocacy Behavior AnalysisSocial Literacy
Person Group Place Geography Event Process Theory Idea Debate Issue Policy War Belief Problem Invention Phenomena Essential Understandings
Word Frames Word Connections LINCS mnemonics Semantic Tables Synetics Scavenger Hunts Critical Features Word Castles Vocabulary
Mathematical Concepts Computational Processes Rules / Theorems Math Literacy
Level 1 Level 2 Level 3 Level 4 Level 5 Resources Supplemental: Descriptive Narrative Expository Persuasive Process Writing
Phonics Story Grammar Literary Analysis Story Problem Questions Inferences Predictions Text PerusalReading Comprehension
Analysis of Assets & Inhibitors Planning Implementation of Innovation Evaluating Implementation Fidelity Examining Impact MSS Implementation Resources
Smart-sheets
MAKES SENSE STRATEGIESMAKES SENSE STRATEGIES4 Teaching and Learning4 Teaching and Learning
Basic Organization Graphic Organizers
Hierarchic Compare / Contrast Cause / Effect Sequences
Planning Investigations Implementing Investigations Communicating Findings EvaluatingInvestigations
Instructional Planning Instructional Strategies Assessment Strategies Instructional Design
Behavior Literacy Character Building Perspective Taking Self-control Self-advocacy Behavior AnalysisSocial Literacy
Person Group Place Geography Event Process Theory Idea Debate Issue Policy War Belief Problem Invention Phenomena Essential Understandings
Word Frames Word Connections LINCS mnemonics Semantic Tables Synetics Scavenger Hunts Critical Features Word Castles Vocabulary
Mathematical Concepts Computational Processes Rules / Theorems Math Literacy
Level 1 Level 2 Level 3 Level 4 Level 5 Resources Supplemental: Descriptive Narrative Expository Persuasive Process Writing
Phonics Story Grammar Literary Analysis Story Problem Questions Inferences Predictions Text PerusalReading Comprehension
Analysis of Assets & Inhibitors Planning Implementation of Innovation Evaluating Implementation Fidelity Examining Impact MSS Implementation Resources
Smart-sheets
MAKES SENSE STRATEGIESMAKES SENSE STRATEGIES4 Teaching and Learning4 Teaching and Learning
Basic Organization Graphic Organizers
Hierarchic Compare / Contrast Cause / Effect Sequences
4 Content 4 Content EnhancementEnhancementSpecial SIM edition that includes…
The special limited edition of MSS provides an extensive array of resources to use in conjunction with implementation of the KU-CRL Content Enhancement Model (CEM)
You may be be familiar with some…
But it also includes a WHOLE LOT MORE that can be used with CEM
Frames
LINCS
Special limited edition for SIM
Makes Sense Strategies 4 Content Enhancement
Order from: Edge Enterprises, Inc.
Makes Sense Strategies 4 Teaching & Learning
Order from: MakesSenseStrategies.com
MAKES SENSE STRATEGIESMAKES SENSE STRATEGIES
Techniques and Tools for Teaching, Learning, and Processing Information in Engaging and Meaningful Ways
4 Content Enhancement4 Content Enhancement
Are…Are…
Validated via scientific research
POWERFUL, yet user friendly
Designed to target Essential Understandings of Content Subjects
Classroom Instruction Content-area Reading Writing about content
Hierarchic
Consist of interactive…Consist of interactive…
Compare / Contrast Cause / Effect Sequence
1. Graphic Organizers that depict basic organization
MAKES SENSE STRATEGIESMAKES SENSE STRATEGIES
4 Content Enhancement4 Content Enhancement
MAKES SENSE STRATEGIESMAKES SENSE STRATEGIES
4 Content Enhancement4 Content Enhancement
2. Smart-sheets that target essential understandings of the most common topics reflected in standards of learning
1. Graphic Organizers that depict basic organizationConsist of interactive…Consist of interactive…
MAKES SENSE STRATEGIESMAKES SENSE STRATEGIES
4 Content Enhancement4 Content Enhancement
Person Group PlaceEventBelief Geography
ProblemInvention Issue Conflict / war Debate
Theory
. .
Process Procedure PhenomenaIdea Object
Policy
2. Smart-sheets that target essential understandings of the most common topics reflected in standards of learning
Consist of interactive…Consist of interactive…1. Graphic Organizers that depict basic organization
MAKES SENSE STRATEGIESMAKES SENSE STRATEGIES
4 Content Enhancement4 Content Enhancement
Person Group PlaceEventBelief Geography
ProblemInvention Issue Conflict / war Debate
Theory
. .
Process Procedure PhenomenaIdea Object
Policy
2. Smart-sheets that target essential understandings of the most common topics reflected in standards of learning
Consist of interactive…Consist of interactive…1. Graphic Organizers that depict basic organization
MAKES SENSE STRATEGIESMAKES SENSE STRATEGIES
4 Content Enhancement4 Content Enhancement
3. Vocabulary Smart-sheets
Word Castles
Word Analysis Word Connections LINCS mnemonics Semantic Tables
Synectics Scavenger Hunts Critical Features
Consist of interactive…Consist of interactive…1. Graphic Organizers that depict basic organization
2. Smart-sheets that target essential understandings of the most common topics reflected in standards of learning
MAKES SENSE STRATEGIESMAKES SENSE STRATEGIES
4 Content Enhancement4 Content Enhancement
Consist of interactive…Consist of interactive…
4. Instructional Design Smart-sheets for… …identifying essential understandings
…creating differentiated instruction lesson plans
1. Graphic Organizers that depict basic organization
3. Vocabulary Smart-sheets
2. Smart-sheets that target essential understandings of the most common topics reflected in standards of learning
MAKES SENSE STRATEGIESMAKES SENSE STRATEGIES
4 Content Enhancement4 Content Enhancement
An array of different Smart-sheets are available for each of these commonly taught topics
Person Group PlaceEventBelief Geography
ProblemInvention Issue Conflict / war Debate
Theory
. .
Process Procedure PhenomenaIdea Object
Policy
Planning Investigations Implementing Investigations Communicating Findings EvaluatingInvestigations
Instructional Planning Instructional Strategies Assessment Strategies Instructional Design
Behavior Literacy Character Building Perspective Taking Self-control Self-advocacy Behavior AnalysisSocial Literacy
Person Group Place Geography Event Process Theory Idea Debate Issue Policy War Belief Problem Invention Phenomena Essential Understandings
Word Frames Word Connections LINCS mnemonics Semantic Tables Synetics Scavenger Hunts Critical Features Word Castles Vocabulary
Mathematical Concepts Computational Processes Rules / Theorems Math Literacy
Level 1 Level 2 Level 3 Level 4 Level 5 Resources Supplemental: Descriptive Narrative Expository Persuasive Process Writing
Phonics Story Grammar Literary Analysis Story Problem Questions Inferences Predictions Text PerusalReading Comprehension
Analysis of Assets & Inhibitors Planning Implementation of Innovation Evaluating Implementation Fidelity Examining Impact MSS Implementation Resources
Smart-sheets
Basic Organization Graphic Organizers
Hierarchic Compare / Contrast Cause / Effect Sequences
REMEMBER!REMEMBER!
is a special SIM edition of MSS exclusively distributed by Edge Enterprises, Inc.
MAKES SENSE STRATEGIESMAKES SENSE STRATEGIES 4 Content 4 Content EnhancementEnhancement
Planning Investigations Implementing Investigations Communicating Findings EvaluatingInvestigations
Instructional Planning Instructional Strategies Assessment Strategies Instructional Design
Behavior Literacy Character Building Perspective Taking Self-control Self-advocacy Behavior AnalysisSocial Literacy
Person Group Place Geography Event Process Theory Idea Debate Issue Policy War Belief Problem Invention Phenomena Essential Understandings
Word Frames Word Connections LINCS mnemonics Semantic Tables Synetics Scavenger Hunts Critical Features Word Castles Vocabulary
Mathematical Concepts Computational Processes Rules / Theorems Math Literacy
Level 1 Level 2 Level 3 Level 4 Level 5 Resources Supplemental: Descriptive Narrative Expository Persuasive Process Writing
Phonics Story Grammar Literary Analysis Story Problem Questions Inferences Predictions Text PerusalReading Comprehension
Analysis of Assets & Inhibitors Planning Implementation of Innovation Evaluating Implementation Fidelity Examining Impact MSS Implementation Resources
Smart-sheets
Basic Organization Graphic Organizers
Hierarchic Compare / Contrast Cause / Effect Sequences
MAKES SENSE STRATEGIESMAKES SENSE STRATEGIES 4 Teaching & Learning4 Teaching & Learning
is available at GraphicOrganizers.com
No Child Left Behind & IDEA ’04 legislation has dramatically changed the landscape of schools“Highly Qualified” (HQ) requirementResulted in most SPE teachers not being eligible to teach core curriculum courses
Thus, exclusive courses like “special education science” or “ special education English” taught by SPE teachers are no longer part of the landscape
So who are the HQ teachers that are expected to teach core subjects to students with disabilities ?
Vast majority are GE Teachers
Makes Sense Strategies
RATIONAL
(slides forward automatically)
No Child Left Behind & IDEA ’04 legislation has dramatically changed the landscape of schools
“Access to General Education Curriculum”Requires students with disabilities be provided and taught the GE curriculum in a manner appropriate to their learning needs and styles
Thus HQ/GE teachers are now expected to effectively employ special education pedagogy in the GE classroom
No Child Left Behind & IDEA ’04 legislation has dramatically changed the landscape of schools
“Adequate Yearly Progress”Requires that ALL students with IQ > 55 participate AYP assessment – makes schools accountable for whether students with disabilities learn grade-level standards
..thus, by default, HQ (GE) teachers are held accountable for the education of students with disabilities
No Child Left Behind & IDEA ’04 legislation has dramatically changed the landscape of schools
“Highly Qualified”
“Access General Education Curriculum”
“Annual Yearly Progress”
98% of students with cognitive disabilities now being taught in general education classrooms
No Child Left Behind & IDEA ’04 legislation has dramatically changed the landscape of schools
“Highly Qualified”
“Access General Education Curriculum”
“Annual Progress Review”
98% of students with cognitive disabilities now being taught in general education classrooms
Special Ed’s role is to support these GE efforts & teach learning strategies
Co-planning & Co-teaching Accommodations & modifications
Note-taking Test –prep Test-taking
The general education curriculum must be taught to ALL students
HQ (GE) teachers are responsible for ensuring students with disabilities LEARN the GE curriculum
AYP makes teachers accountable for how well students with disabilities learn the curriculum
The bottom line…
NOT special education teachers!
AYP makes HQ/GE teachers accountable for how well students with disabilities learn the curriculum
…they are responsible for facilitating IEP development and implementation
So what are the implications?Option 1: Sometimes you have to
look reality in the eye and deny it! Garrison Keeler
- OR -Option 2: Rise to the challenge
and meet it as effectively as possible!
(e.g. hope these “crazy” policies will go away)
So what are the implications? 1. The vast majority of GE teachers lack
sufficient preparation to make regular classroom instruction developmentally appropriate for all of their students…
…especially those students with significant learning disabilities and those with significant learning abilities
So what are the implications? 1. The vast majority of GE teachers lack
sufficient preparation to make regular classroom instruction developmentally appropriate for all of their students…
2. You can’t afford to use strategies that work for just some of your students.
If you just teach to the middle, your instruction misses the other 2/3 of the class
So what are the implications? 1. The vast majority of GE teachers lack
sufficient preparation to make regular classroom instruction developmentally appropriate for all of their students…
2. You can’t afford to use strategies that work for just some of your students.
If you just teach to the middle, your instruction misses the other 2/3 of the class
Students with mild /moderate disabilities as well as other low achieving students are NOT likely to demonstrate sufficient yearly progress
results in…
So what are the implications?Given the expectations for teaching in widely diverse-ability GE classrooms, here are some critical questions:
1. Are there teaching techniques that are universal?... that have a high probability of working with ALL of your students?
2. Is there a sufficient body of research that supports universal pedagogy, or is this another unsupported education fad?
3. Doesn’t universal pedagogy basically mean “one size fits all”? …isn’t it the opposite to “differentiating instruction”?
1. Differentiate curriculum
2. Make curriculum more learnable & instruction more memorable
3. Utilize components of critical pedagogy for maximizing student engagement
4. When teaching subject-matter, focus on developing relational understanding
5. When teaching skills and strategies, focus on fluency & generalization
Five basic strategies for successful teaching in widely diverse-
ability classrooms
Fortunately, there are a variety of instructional techniques, strongly supported by research, that seem to work well in diverse-ability classes.
The Makes Sense Strategies provide teachers with ‘how to” information and an extensive set of
resources for these five areas
1. Differentiate curriculum
2. Make curriculum more learnable & instruction more memorable
3. Utilize components of critical pedagogy for maximizing student engagement
4. When teaching subject-matter, focus on developing relational understanding
5. When teaching skills and strategies, focus on fluency & generalization